Submission ID 78247
| Code | WA-1 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Learning Objective 1 | Define a concept |
| Learning Objective 2 | Identify concepts in medical education research well suited to a concept analysis |
| Learning Objective 3 | Describe the three foci of Rogers' approach to concept analysis (i.e., antecedents, attributes, consequences) |
| Learning Objective 4 | Categorize data into antecedents, attributes, and consequences and Discuss whether concept analysis would be of benefit to their scholarship. |
| Category | Medical Education |
| Type | Workshop |
| Title | I Gathered the Literature, Now How Do I Synthesize It? Concept Analysis as A Way to Analyze Literature-Based Data for Complex Concepts in Medical Education |
| Rationale/Background | Literature syntheses often tackle key Medical Education topics that are poorly, incompletely, or inconsistently defined, making it a challenge to synthesize large amounts of diverse data to better understand, define, or refine our understanding of concepts - whether clinical reasoning, validity, or others. Concept analysis is a family of structured methodological approaches that are used to study complex concepts that are emerging, underdefined, or in flux; making it well suited for Medical Education research. Concept analysis can complement other formal approaches to identifying literature-based data (e.g., scoping reviews), and analysis. Concept analysis (described by Rodgers1) identifies and describes: a) antecedents (things that precede the concept), b) attributes (things that characterize the concept), and c) consequences (things that occur because of the concept). |
| Instructional Methods | A variety of approaches will be used including short didactic presentations, small group activities, practice in applying concept analysis, and large group discussion. Part 1: Workshop leaders will (a) define what constitutes a concept (didactic), (b) give examples of how we have used concept analysis in our research (didactic), and (c) working in small groups, participants will brainstorm concepts in medical education amenable to concept analysis. Part 2: Workshop leaders will: a) describe how data are analyzed in Rodgers' concept analysis (didactic), and b) working in small groups, participants will analyze a text and identify the antecedents, attributes, and consequences. Part 3: Workshop leaders will: a) describe how concept analysis can intersect with literature-based research (didactic), and b) facilitate a large-group discussion on how concept analysis might intersect with participant scholarly interests. |
| Target Audience | Researchers, trainees, and anyone feels 'stuck' in analyzing data generated by a synthesis of a Medical Education concept. |
| Keyword 1 | Literature synthesis |
| Keyword 2 | Methodology |
| Keyword 3 | Concept analysis |
| Abstract content most relevant to: (check all that apply) | Other |
| Abstract Track - First Choice | Research methods |
| Research methods | Mixed methods Qualitative |
| Authors | Meredith Young Ethan Bazos Claude Julie Bourque Melanie Marceau |
